心理与行为研究

心理与行为研究 ›› 2021, Vol. 19 ›› Issue (2): 186-192.

• 发展与教育心理学 • 上一篇    下一篇

农村小学寄宿生心理资本的异质性及其社会适应：基于潜在剖面分析的证据

吴旻1,2, 孙丽萍3, 梁丽婵4, 边玉芳4   

  1. 1. 赣南师范大学学报编辑部，赣州 341000;
    2. 北京师范大学教育学部，北京 100875;
    3. 首都师范大学教育学院，北京 100048;
    4. 北京师范大学中国基础教育质量监测协同创新中心，北京师范大学儿童家庭教育研究中心，北京 100875
  • 收稿日期:2020-05-18 出版日期:2021-03-20 发布日期:2021-03-20
  • 通讯作者: 边玉芳,E-mail:bianyufang66@126.com
  • 基金资助:
    教育部人文社会科学研究项目（19YJC880094）；江西省高校人文社会科学重点研究基地项目（JD16011）；江西省教育科学“十三五”规划项目（17YB171）

Heterogeneity of Psychological Capital of Rural Primary Boarders and Its Social Adaptation: Evidence Based on Latent Profile Analysis

WU Min1,2, SUN Liping3, LIANG Lichan4, BIAN Yufang4   

  1. 1. Journal Editorial Department, Gannan Normal University,Ganzhou 341000;
    2. Faculty of Education,Beijing Normal University, Beijing 100875;
    3. College of Education, Capital Normal University, Beijing 100048;
    4. Collaborative Innovation Center of Assessment Toward Basic Education Quality, Center for Childhood Family Education Studies, Beijing Normal University,Beijing 100875
  • Received:2020-05-18 Online:2021-03-20 Published:2021-03-20

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摘要： 基于个体中心的视角，考察农村小学寄宿生心理资本的异质性，并进一步探索农村小学寄宿生心理资本与社会适应的关系。采用农村小学寄宿生心理资本问卷、积极消极情绪量表、亲社会行为问卷等对636名农村小学寄宿生进行测查。结果表明：（1）农村小学寄宿生的心理资本存在明显异质性，分为“低心理资本型”“中心理资本型”“高心理资本型”3种亚类型。（2）不同亚类型寄宿生在性别、年级、家庭社会经济地位上均无显著差异，在回家频率、家庭结构上差异显著，间隔一周以上回家、不完整家庭的寄宿生更可能分布在“低心理资本型”群体中。（3）不同亚类型寄宿生在社会适应状况上差异显著，“高心理资本型”寄宿生在情绪、行为、学业表现上，显著优于“中心理资本型”和“低心理资本型”寄宿生。

关键词: 农村小学寄宿生, 心理资本, 社会适应, 潜在剖面分析

Abstract: Based on the latent profile analysis (LPA), the heterogeneity, demographic characteristics and social adaptation of the psychological capital of primary school boarding students were studied. The psychological capital questionnaire for rural primary school boarding students, positive and negative emotion scale and prosocial behavior scale were adopted to test 660 rural primary school boarding students in Jiangxi Province. The results were as follows: 1) There were obvious heterogeneity in the psychological capital of boarding students in rural primary schools, which were divided into three types: “low psychological capital type”, “medium psychological capital type” and “high psychological capital type”. 2) In terms of different types of psychological capital, there were no significant differences in gender, grade and family SES, while there were significant differences in the frequency of returning home and family structure. Specifically, compared with those boarding students who returned home once more than a week and those who lived in an incomplete family, those boarding students who returned home once a week or those who lived in an intact family tended to be classified as “low psychological capital type”. 3) Different types of boarding students had significant differences in social adaptation. The boarding students of “high psychological capital type” performed significantly better than those of “low psychological capital type” and “medium psychological capital type” in terms of emotion adaption, behavior adaption and academic performance.

Key words: rural primary school boarding students, psychological capital, social adaptation, latent profile analysis (LPA)

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